DOCSLIB.ORG

Sociology & Anthropology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sociology & Anthropology Sociology & Anthropology 1 • Students remain undergraduates until they meet all the requirements SOCIOLOGY & for the undergraduate degree and are eligible for all rights and privileges granted undergraduate status, including financial aid. ANTHROPOLOGY • Near the end of the undergraduate program, formal application to the graduate program is required. The application fee will be waived, the Sociology and Anthropology are the broadest of the social sciences. applicant will need to contact the Office of Graduate Studies for a fee Sociology is the scientific study of human relationships. Sociologists seek waiver code. to understand the ways that often unseen social forces shape our lives. • Admission to Fast Track does NOT guarantee admission to the Anthropology is the holistic study of human biology and culture across time graduate program. and place. Anthropologists typically work within one of four sub-disciplines: • The admit term must be after the completion term of the archaeology, biological anthropology, linguistic anthropology, and socio- undergraduate degree. cultural anthropology. Contact These disciplines are particularly useful to graduates entering the 21st 383 Arts and Sciences Hall century labor force. Our rapidly changing and increasingly diverse world 402.554.2626 offers both opportunities and monumental challenges. Sociology and Anthropology give students the analytical skills to understand such Website (http://www.unomaha.edu/college-of-arts-and-sciences/sociology- challenges and the tools to improve our society at all levels – from the and-anthropology/) neighborhood to the world community. Degrees Offered Other Information • Sociology, Bachelor of Arts (http://catalog.unomaha.edu/ All coursework taken for the Sociology major, minor, and Anthropology undergraduate/college-arts-sciences/sociology-anthropology/sociology- minor must be completed with a grade of "C" or better. ba/) UNO Sociology Club – open to all students interested in discussing all • Sociology, Bachelor of Science (http://catalog.unomaha.edu/ things sociological! undergraduate/college-arts-sciences/sociology-anthropology/sociology- bs/) UNO Student Anthropology Society – bring yourself, your lunch, and your interest in Anthropology! Writing in the Discipline All students are required to take a writing in the discipline course within Alpha Kappa Delta (AKD) – the Alpha Chapter of Nebraska of the their major. For the sociology major this is SOC 4900. International Sociological Honor Society for students who meet certain academic requirements. Bachelor of Arts (BA) and Bachelor of For more information visit our Student Organizations (https:// Science (BS) in Sociology www.unomaha.edu/college-of-arts-and-sciences/sociology-and- Students are required to complete 33 hours of coursework for the Sociology anthropology/student-opportunities/student-organizations.php) page. BA or BS degree: 21 hours of core required courses and 12 hours of additional sociology or anthropology courses. The department offers five Option for Degree Completion optional concentrations that fulfill the 12 hours of additional coursework: Fast Track Program anthropology, families and inequality, health and society, inequality and social justice, and work and organizations. The Department of Sociology & Anthropology has developed a Fast Track program for highly qualified and motivated students providing the Students in the BA degree program are required to complete foreign opportunity to complete a bachelor’s degree and a master’s degree in language through the intermediate level. an accelerated time frame. With Fast Track, students may count up to 9 graduate hours toward the completion of their undergraduate program as Students in the BS degree program are required to complete 15 hours of well as the graduate degree program. cognate coursework, a field of specialization outside of sociology based on their interests and/or career aspirations. Cognates are designed by the Program Specifics: student in consultation with the undergraduate adviser. • This program is available for undergraduate students pursuing a Online option Sociology BA/BS major who desire to pursue a Sociology MA degree. The Sociology BA/BS is available on campus or entirely online. Earning a • Students must have completed no less than 60 undergraduate hours. concentration is not required, but online majors do have the option to select • Students must have a minimum undergraduate GPA of 3.0 and a GPA of the health and society concentration. 3.3 in SOC and ANTH courses. • Students must complete the Fast Track Approval form, obtain all Minors Offered signatures, and submit to the Office of Graduate Studies prior to first • Sociology Minor (http://catalog.unomaha.edu/undergraduate/college- enrollment in a graduate course. arts-sciences/sociology-anthropology/sociology-minor/) • Students will work with their undergraduate advisor to register for the • Anthropology Minor (http://catalog.unomaha.edu/undergraduate/ graduate courses. college-arts-sciences/sociology-anthropology/anthropology-minor/) • ANTH 1050, SOC 1010, SOC 2120, SOC 2130, SOC 2134 should be completed before enrolling in the first graduate course. Both the sociology and anthropology minors are available on campus or • SOC 3510 and SOC 3514 should be taken before or concurrently entirely online. with enrollment in the first graduate course. Sociology is the scientific study of social life that reveals the ways that often • A minimum cumulative GPA of 3.0 is required for graduate coursework unseen social forces shape our lives. Anthropology is the holistic study to remain in good standing. of human biology and culture across time and place. At a fundamental level, both sociology and anthropology invite us to break through our 2 Sociology & Anthropology common sense ideas about the world, allowing us to better understand and SOC 2134 SOCIAL STATISTICS LAB (1 credit) potentially improve society. Students who study sociology and anthropology A computer-based laboratory course to be taken in conjunction with will gain a distinct perspective on social inequality, patterns of behavior, SOC 2130. The focus is on using computer software to produce and forces for social change and resistance, and how social systems work. interpret statistical information in the study of social life. Prerequisite(s)/Corequisite(s): MATH 1120, MATH 1130, MATH 1220, Sociology majors learn the analytical skills needed to understand the MATH 1310, or MATH 1530 and SOC 2130 (taken previously or challenges of a rapidly changing and increasingly diverse world. And concurrently) or permission of instructor. Not open to non-degree graduate they graduate with the tools to improve our societies at all levels – from students. the neighborhood to the global community. That’s because a degree in sociology provides students with a well-rounded liberal arts education that SOC 2150 SOCIOLOGY OF FAMILIES (3 credits) emphasizes critical thinking, decision-making skills, and the ability to make This course provides a description and analysis of contemporary families connections across disciplines, leading to potential careers in: from a sociological perspective. A life course perspective traces the development of family life, with special attention to change, choice, and • Family and Social Services Program Support diversity. Topics such as family structure, the functions of the family as an institution, family comparisons across culture and time, and difficulties • Business Management and Leadership faced by families in contemporary society will also be explored. Prerequisite(s)/Corequisite(s): Not open to non-degree graduate • Marketing Analysis and Research students. Distribution: Social Science General Education course and U.S. Diversity • Survey Research General Education course • Health and Human Services SOC 2190 THE MODERN MIDDLE EAST (3 credits) An interdisciplinary study of the social, religious, and historical dimensions • Health Care Administration of contemporary issues and events which make the Middle East cultural and geographic region a center of global tensions. After providing a background • Nonprofit Organizational Administration of how Islam spread in and unified the region, students will study factors • Criminal Justice which have shaped the Middle East from the late Ottoman period to the present, analyzing the principal sociocultural and political economic developments in the Middle East from the early 19th century to the early Sociology 21st century. (Cross-listed with RELI 2190, HIST 2190). SOC 1010 INTRODUCTORY SOCIOLOGY (3 credits) Distribution: Humanities and Fine Arts General Education course and An introduction to the study of human societies. The course presents Global Diversity General Education course the fundamental concepts and theories that make up the sociological SOC 2300 SPORT & SOCIETY (3 credits) perspective. These serve as tools for the analysis of social inequality, social This course provides a sociological examination of the contemporary institutions and social change. sports world and the ways that the institution of sport both reflects and Prerequisite(s)/Corequisite(s): Not open to non-degree graduate shapes society. The importance of sports to culture and socialization, the students. interaction between sports and other social institutions, and the unique role Distribution: Social Science General Education course that sports plays in both perpetuating and contesting inequalities of race, SOC 2100 SOCIAL PROBLEMS (3 credits) gender, class, identity,
Load more

Recommended publications
  • How North Carolina's Black Politicians and Press Narrated and Influenced the Tu
    D. SHARPLEY 1 /133 Black Discourses in North Carolina, 1890-1902: How North Carolina’s Black Politicians and Press Narrated and Influenced the Tumultuous Era of Fusion Politics By Dannette Sharpley A thesis submitted in partial fulfillment of the requirements for Honors Department of History, Duke University Under the advisement of Dr. Nancy MacLean April 13, 2018 D. SHARPLEY 2 /133 Acknowledgements I am very grateful to have had the opportunity to write an Honors Thesis in the History Department. When I returned to school after many years of separation, I was prepared for challenging work. I expected to be pushed intellectually and emotionally. I expected to struggle through all-nighters, moments of self-doubt, and even academic setbacks. I did not, however, imagine that I could feel so passionate or excited about what I learned in class. I didn’t expect to even undertake such a large project, let alone arrive at the finish line. And I didn’t imagine the sense of accomplishment at having completed something that I feel is meaningful beyond my own individual education. The process of writing this thesis has been all those things and more. I would first like to thank everyone at the History Department who supports this Honors Distinction program, because this amazing process would not be possible without your work. Thank you very much to Dr. Nancy MacLean for advising me on this project. It was in Professor MacLean’s History of Modern Social Movements class that I became obsessed with North Carolina’s role in the Populist movement of the nineteenth, thus beginning this journey.
    [Show full text]
  • Education for Social Change and Transformation: Case Studies of Critical Praxis
    Volume 15(2) / Spring 2013 • ISSN 1523-1615 • http://www.tc.edu/cice Education for Social Change and Transformation: Case Studies of Critical Praxis 3 Educating All to Struggle for Social Change and Transformation: Introduction to Case Studies of Critical Praxis Dierdre Williams and Mark Ginsburg 15 Theatre-Arts Pedagogy for Social Justice: Case Study of the Area Youth Foundation in Jamaica Anne Hickling-Hudson 35 Promoting Change within the Constraints of Conflict: Case Study of Sadaka Reut in Israel Karen Ross 53 Promoting Civic Engagement in Schools in Non-Democratic Settings: Transforming the Approach and Practices of Iranian Educators Maryam Abolfazli and Maryam Alemi 63 Teacher Education for Social Change: Transforming a Content Methods Course Block Scott Ritchie, Neporcha Cone, Sohyun An, and Patricia Bullock 84 Re-framing, Re-imagining, and Re-tooling Curricula from the Grassroots: The Chicago Grassroots Curriculum Taskforce Isaura B. Pulido, Gabriel Alejandro Cortez, Ann Aviles de Bradley, Anton Miglietta, and David Stovall 96 Education Community Dialogue towards Building a Policy Agenda for Adult Education: Reflections Drawn from Experience Tatiana Lotierzo Hirano, Giovanna Modé Magalhães, Camilla Croso, Laura Giannecchini, and Fabíola Munhoz 108 Chilean Student Movements: Sustained Struggle to Transform a Market-oriented Educational System Cristián Bellei and Cristian Cabalin CURRENT ISSUES IN COMPARATIVE EDUCATION Volume 15, Issue 2 (Spring 2013) Special Guest Editors: Dierdre Williams, Open Society Foundations Mark Ginsburg,
    [Show full text]
  • REFERENCES: Chanana, Karuna. Social Change Or Social Reform
    REFERENCES: Chanana, Karuna. Social Change or Social Reform: The Education of Women in Pre- Independence India. Vol. 2: Women in Indian Society, in Social Structure and Change, edited by A. M. Shah, B. S. Baviskar and E. A. Ramaswamy, 113-148. New Delhi: Sage Publications, 1996. Charlton, Bruce, and Peter Andras. The Modernization Imperative. Imprint Academic, 2003. Desai, I. P. The Western Educated Elites and Social Change in India. Vols. 1: Theory and Method - Evaluation of the Work of M. N. Srinivas, in Social Structure and Change, edited by A. M. Shah, B. S. Baviskar and E. A. Ramaswamy, 79-103. New Delhi: Sage Publications India, 1996. Deshpande, Satish. "Modernization." In Handbook of Indian Sociology, edited by Veena Das, 172-203. New Delhi: Oxford University Press, 2004. Harrison, David. The Sociology of Modernization and Development. New York: Routledge, 1988. Hutter, Mark. "History of Family." In The Blackwell Encyclopedia of Sociology, edited by George Ritzer, 1594-1600. Oxford: Blackwell Publishing, 2007. Kamat, A. R. Essays on Social Change in India. Mumbai: Somaiya Publications Pvt. Ltd., 1983. Khare, R. S. Social Description and Social Change: from Functional to Critical Cultural Significance. Vol. 1, in Social Structure and Change, edited by A. M. Shah, B. S. Baviskar and E. A. Ramaswamy, 56-63. New Delhi: Sage Publications India Pvt Ltd, 1996. Mehta, V. R. Ideology, Modernization and Politics in India. New Delhi: Manohar Publications, 1983. Rudolph, Lloyd, and Susanne Rudolph. The Modernity of Tradition: Political Development in Inida. Chicago: University of Chicago Press, 1967. Singh, Yogendra. Essays on Modernization in India. New Delhi: Manohar, 1978.
    [Show full text]
  • Social Innovation and Its Relationship to Social Change: Verifying Existing Social Theories in Reference to Social
    SI-DRIVE Social Innovation: Driving Force of Social Change SOCIAL INNOVATION AND ITS RELATIONSHIP TO SOCIAL CHANGE Verifying existing Social Theories in reference to Social Innovation and its Relationship to Social Change D1.3 Project acronym SI-DRIVE Project title Social Innovation: Driving Force of Social Change Grand Agreement number 612870 Coordinator TUDO – TU Dortmund University Funding Scheme Collaborative project; Large scale integration project Due date of deliverable April 30 2016 Actual submission date April 30 2016 Start date of the project January 1 2014 Project duration 48 months Work package 1 Theory Lead beneficiary for this deliverable TUDO Authors Jürgen Howaldt (TUDO), Michael Schwarz Dissemination level public This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 612870. Acknowledgements We would like to thank all partners of the SI-DRIVE consortium for their comments to this paper. Also many thanks to Doris Schartinger and Matthias Weber for their contributions. We also thank Marthe Zirngiebl and Luise Kuschmierz for their support. SI-DRIVE “Social Innovation: Driving Force of Social Change” (SI-DRIVE) is a research project funded by the European Union under the 7th Framework Programme. The project consortium consists of 25 partners, 15 from the EU and 10 from world regions outside the EU. SI-DRIVE is led by TU Dortmund University / Sozialforschungsstelle and runs from 2014-2017. 2 CONTENTS 1 Introduction ........................................................................................................... 1 2 Social Innovation Research and Concepts of Social Change ............................ 8 3 Theories of Social Change – an Overview ........................................................ 14 3.1 Social Innovations in Theories of Social Change .......................................................................................................
    [Show full text]
  • SOCIAL FORCES Decemnber,I937 CULTURE and SOCIOLOGY
    Volume i 6 Number 2. SOCIAL FORCES Decemnber,I937 CULTURE AND SOCIOLOGY WILLIAM FIELDING OGBURN Universityof Chicago T HE definitionof culturemost often space, held there by balancing forces. quoted is that of Tyler: "Culture The ramifications of the latter discovery, is that complex whole which in- for instance, reached as far as the theory cludes knowledge, belief, art, morals, law, of the state and supported the doctrine custom, and any other capabilities and of checks and balances, so evident in our habits acquired by man as a member of own governmental structure. Likewise society." A particular culture has been the ranifications of the idea of evolution defined by Redfield as "an organized body extended quite generally, especially to of conventional understandings, mnanifest societies. Out of it were developed the in act and artifact, which, persisting organismic theories of the state. A great through tradition, characterizes a human impetus was given to biological interpre- group." Excellent definitions both, yet tations of society by such men as Spencer culture is one of those large concepts, like and Huxley. The achievements of man democracy or science, a definition of which were seen as the direct outgrowth of his seems very bare and inadequate to convey inherited capacities. The wasps build its rich meanings. Different students will one type of house, the ants another, be- emphasize different aspects of culture as cause their biological structures are dif- most significant, and in the future impor- ferent. It followed, by inference, that tant new ideas about culture may be dis- the Aztecs have one type of culture and covered.
    [Show full text]
  • Courtney E. Boen
    COURTNEY E. BOEN Department of Sociology & Carolina Population Center University of North Carolina at Chapel Hill Phone: 339.206.1560 155 Hamilton Hall, CB 3210 Email: [email protected] Chapel Hill, NC 27599 http://cboen.web.unc.edu/ EDUCATION 2017 Ph.D., Sociology, University of North Carolina, Chapel Hill (expected) Dissertation: Stress and the Biodemography of Racial Health Disparities Across the Life Course Committee: Y. Claire Yang, Karolyn Tyson, Kathleen Mullan Harris, Robert Hummer, & Anthony Perez 2013 M.A., Sociology, University of North Carolina, Chapel Hill Thesis: The Role of Socioeconomic Status in Racial Health Inequality across the Life Course Committee: Karolyn Tyson, Y. Claire Yang, & Anthony Perez 2007 M.P.H., Health Services Management and Policy, Tufts University 2006 B.A., Sociology and Community Health, Tufts University, Summa cum laude RESEARCH AND TEACHING INTERESTS Social Determinants of Health, Racial Health Inequality, Aging and the Life Course, Social Demography, Medical Sociology, Race and Ethnicity, Quantitative Methods PEER REVIEWED PUBLICATIONS 2016 Boen, C., & Yang, Y. C. “The Physiological Impacts of Wealth Shocks in Late Life: Evidence from the Great Recession.” Social Science & Medicine 150: 221-230. 2016 Yang, Y.C., C. Boen, K. Gerken, T. Li, K. Schorpp, and K.M. Harris. “Social Relationships and Physiological Determinants of Longevity across Human Life Span.” Proceedings of the National Academy of Sciences 113(3): 578-583. Covered by several major news outlets, including The New York Times, The Huffington Post, The Chicago Tribune, and The Washington Post 2015 Yang, Y.C., C.Boen, and K.M. Harris. “Social Relationships and Hypertension in Late Life: Evidence from a Nationally Representative Longitudinal Study of Older Adults.” Journal of Aging and Health 27(3): 403-431.
    [Show full text]
  • Module 7 Key Thinkers Lecture 36 Auguste Comte and Herbert Spencer
    NPTEL – Humanities and Social Sciences – Introduction to Sociology Module 7 Key Thinkers Lecture 36 Auguste Comte and Herbert Spencer The thoughts of Auguste Comte (1798-1857), who coined the term sociology, while dated and riddled with weaknesses, continue in many ways to be important to contemporary sociology. First and foremost, Comte's positivism — the search for invariant laws governing the social and natural worlds — has influenced profoundly the ways in which sociologists have conducted sociological inquiry. Comte argued that sociologists (and other scholars), through theory, speculation, and empirical research, could create a realist science that would accurately "copy" or represent the way things actually are in the world. Furthermore, Comte argued that sociology could become a "social physics" — i.e., a social science on a par with the most positivistic of sciences, physics. Comte believed that sociology would eventually occupy the very pinnacle of a hierarchy of sciences. Comte also identified four methods of sociology. To this day, in their inquiries sociologists continue to use the methods of observation, experimentation, comparison, and historical research. While Comte did write about methods of research, he most often engaged in speculation or theorizing in order to attempt to discover invariant laws of the social world. Comte's famed "law of the three stages" is an example of his search for invariant laws governing the social world. Comte argued that the human mind, individual human beings, all knowledge, and world history develop through three successive stages. The theological stage is dominated by a search for the essential nature of things, and people come to believe that all phenomena are created and influenced by gods and supernatural forces.
    [Show full text]
  • Uncurrents Newsletter
    View this email in your browser Spring 2018 UNCurrents Newsletter Letter from the Chair: Kenneth (Andy) Andrews I hope everyone is having a wonderful end to the spring semester. We just celebrated graduation weekend at UNC. As you can see from the pictures, this is always a very happy occasion for our students and faculty. I’m excited to let you know that UNC will be hosting a reception for our alumni at ASA this year – co-sponsored with Social Forces – on Saturday, August 11, 6-8pm. I’ve heard from many alumni over the years who wished for an opportunity to reconnect with one another and the department at ASA, and I look forward to seeing everyone there. We will follow up with a formal invitation and details soon. Please mark your calendars and plan to join us in Philadelphia! Our graduate students continue to do amazing work. If you’d like a small sample, check out the current issue of the American Sociological Review for articles by Ali Kadivar on mass movements and democratization and Hexuan Liu on educational attainment based on their dissertations. At our spring picnic, we recognized the winners of three graduate student awards. Karam Hwang won the Everett K. Wilson Award for Teaching Excellence, and Ricardo Martinez- Schuldt won the Howard Odum Award. Janelle Viera and Josh Wassink’s paper won the Katharine Jocher award. Read more about their teaching and scholarship below. We established the Katherine Jocher Award last year in honor of her leadership the Department, Institute for Research in the Social Sciences (Odum Institute), and Social Forces.
    [Show full text]
  • Frame Resonance, Political Ideology, and the Immigrant Rights Movement
    Rights, Economics, or Family? 1647 Rights, Economics, or Family? Rights, Economics, or Family? Frame Resonance, Political Ideology, and the Immigrant Rights Movement Irene Bloemraad, Fabiana Silva, and Kim Voss , University of California, Berkeley Downloaded from lthough social movement scholars in the United States have long ignored activ- ism over immigration, this movement raises important theoretical and empirical Aquestions, especially given many immigrants’ lack of citizenship. Is the rights “master” frame, used extensively by other US social movements, persuasive in making http://sf.oxfordjournals.org/ claims for noncitizens? If not, which other movement frames resonate with the public? We leverage survey experiments—largely the domain of political scientists and public opinion researchers—to examine how much human/citizenship rights, economics, and family framing contests shape Californians’ views about legalization and immigrants’ access to public benefits. We pay particular attention to how potentially distinct “pub- lics,” or subgroups, react, finding significant differences in frame resonance between groups distinguished by political ideology. However, alternative framings resonate with—at best—one political subgroup and, dauntingly, frames that resonate with one at Univ of California Library on May 20, 2016 group sometimes alienate others. While activists and political theorists may hope that human rights appeals can expand American notions of membership, such a frame does not help the movement build support for legalization. Instead, the most expansive change in legalization attitudes occurs when framed as about family unity, but this holds only among self-reported conservatives. These findings underscore the challenges confronting the immigrant movement and the need to reevaluate the assumption that historically progressive rights language is effective for immigrant claims-making.
    [Show full text]
  • ABSTRACT BARR, KRISPIN WAGONER. the Historical Legacy of a Secret Society at Duke University
    ABSTRACT BARR, KRISPIN WAGONER. The Historical Legacy of a Secret Society at Duke University (1913-1971): Cultural Hegemony and the Tenacious Ideals of the “Big Man on Campus.” (Under the direction of Dr. Audrey Jaeger). Collegiate secret societies, as distinguished from Greek-letter fraternal organizations, enjoyed prominence within many American campus communities from the early nineteenth century through the mid-twentieth century (Baird, 1879; Hitchcock, 1863; Slosson, 1910; Veysey, 1965). The establishment of these elite groups preceded the maturation of university administrative structures responsible for managing students’ extracurricular life, as well as the mass democratization of American higher education which occurred after World War II (Rudolph, 1990; Cohen, 2010). The presence of prestigious secret societies is documented and celebrated in college yearbooks and newspapers, reflecting a period in higher education’s past when the hegemony of the white, male prevailed in student culture and fostered the composite ideal of the “Big Man on Campus” (“B.M.O.C.”) – the handsome varsity athlete, fraternity man, and club president destined for success in American public life. Although collegiate secret societies “disappeared” on many campuses in the Civil Rights Era amidst accusations of elitism and reactions against established white, Anglo- Saxon Protestant norms, their legacy lingers into the twenty-first century, along with many unanswered questions about their historical role as a source of student power on campus. Their roots can be traced to the prestigious all-male boarding schools of the Northeastern United States in the late nineteenth century where patterns of upper-class masculine socialization developed. Due to a dearth of historical research on this topic, however, institutional leaders are challenged to understand the origins, purpose, and legacy of this type of student association that still holds meaning for students and other stakeholders in some campus communities.
    [Show full text]
  • DOCUMENT RESUME SO 000 040 Bibliography on Planned Social
    DOCUMENT RESUME ED 040 109 SO 000 040 TITLE Bibliography on Planned Social Change (with Special Reference to Rural Development and Educational Development). Volume II, Books and Book Length Monographs. INSTITUTION Minnesota Univ., Minneapolis. Dept. of Political Science. SPONS AGENCY Agency for International Development, Washington, D.C. PUB DATE 1 Jan 67 NOTE 215p. EDRS PRICE EDRS Price MF-$1.00 HC-$10.85 DESCRIPTORS Abstracts, Annotated Bibliographies, Area Studies, *Bibliographies, Books, Developing Nations, Economic Change, *Economic Development, *Educational Development, Essays, Foreign Countries, Research Reviews (Publications), *Rural Areas, Rural Development, Rural Economics, Social Change, *Social Development, Socioeconomic Influences, Technical Assistance IDENTIFIERS *Rural Development Research Project ABSTRACT This selected bibliography has included works that are both familiar and unfamiliar to researchers in the field. Doctoral theses have been excluded to control the size of this document. Many entries are annotated. The table of contents is organized both topically (political development, education, agriculture, social development, economic development, technical assistance) and geographically (Africa, Asia, Europe, Latin America, Middle East, New Guinea, New Zealand, U.S.S.R.). Materials can be most easily located by using this table, since a detailed index and search system has not been provided for this volume.(See SO 000 039 and SO 000 041 for Volumes I and III.) (SBE) Cr CENTERforCOMPARATIVE POLITICAL. ANALYSIS BIBLIOGRAPHY ON PLANNED SOCIAL CHANGE (With Special Referenceto Rural Development and Educational Development) /,1 VOLUMEII Books and Book Length Monographs Department of Political Science University of Minnesota Minneapolis, Minnesota 55455 U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FRO M THE PERSON OR ORGANIZATION ORIGINATING IT.
    [Show full text]
  • Social Provision and Regulation: Theories of States, Social Policies and Modernity
    Institute for Policy Research Northwestern University Working Paper Series WP-04-07 Social Provision and Regulation: Theories of States, Social Policies and Modernity Ann Shola Orloff Faculty Fellow, Institute for Policy Research Professor, Sociology, Northwestern University [email protected] DRAFT Please do not quote or distribute without permission. Presented at “New Challenges for Welfare State Research” Annual Meeting of the International Sociological Association Research Committee on Poverty, Social Welfare and Social Policy (RC19) August 21-24 2003, University of Toronto, Toronto, Canada 2040 Sheridan Rd. w Evanston, IL 60208-4100 w Tel: 847-491-3395 Fax: 847-491-9916 www.northwestern.edu/ipr, w [email protected] Social Provision and Regulation: Theories of States, Social Policies and Modernity1 Abstract Research in international relations has identified a variety of actors who appear to influence U.S. foreign policy, including experts and “epistemic communities,” organized interests (especially business and labor), and ordinary citizens or “public opinion.” This research, however, has often focused on a single factor at a time, rather than systematically testing the relative importance of alternative possible influences. Using three decades of extensive survey data, Jacobs and Page conduct a comparative test, attempting to account for the expressed foreign policy preferences of policymakers by means of the preferences of the general public and those of several distinct sets of elites. The results of cross-sectional and time-lagged analyses suggest that U.S. foreign policy is most heavily and consistently influenced by internationally oriented business leaders, followed by experts (who, however, might themselves be influenced by business). Labor appears to have significant but smaller impacts.
    [Show full text]